“A great discovery solves a great problem, but there is a grain of discovery in the solution of any problem. Your problem may be modest, but if it challenges your curiosity and brings into play your inventive faculties, and if you solve it by your own means, you may experience the tension and enjoy the triumph of discovery.”

George Pólya, quoted in
How to Solve It
(Princeton 1945)

DIRECTIONS OF THE DEPARTMENT

To provide opportunities for students to develop critical and creative thinking skills and to seek solutions to real world problems.

To cultivate in students an inquiring and curious mind and a passion for Mathematics

DEPARTMENT PROGRAMMES

The Lower Secondary Mathematics Programme instills in students a firm foundation in Mathematics. Meticulously crafted workbooks are used to bring students, of differing abilities, through a seamless comprehension and assimilation learning process, which equips them with the knowledge, skills and attitudes needed for the learning of Mathematics in Upper Secondary and beyond. Emphasis is placed on the cultivation of the habits of striving for accuracy and thinking and communicating with clarity and precision.

The Upper Secondary Mathematics Programme further equips students with higher content knowledge, provides opportunities to apply past knowledge in new situations and encourages thinking flexibly, questioning and posing problems. In their graduation year, students go through a structured and well-tested revision programme in preparation for the national examinations in the Express and Normal streams.

Apart from academic excellence, the department imbues in students a passion for Mathematics through programmes which give studentsopportunities to develop critical and creative thinking skills, to seek solutions to real world problems and to think about thinking.

THE MATHEMATICS TEACHERS' TEN COMMANDMENTS

Thou shalt accept the challenge of teaching Mathematics and educate thyself in every way so that students will learn.

Thou shalt recognize that some students fear or dislike Mathematics and be compassionate and understanding when teaching.

Thou shalt convey to students that their self worth is unrelated to their Mathematics skills.

Thou shalt adapt teaching strategies to meet the different learning styles of students.

Thou shalt respect all student questions as you would have them respect yours.

Thou shalt pursue the response of “I still don’t understand” through different avenues until there is understanding.

Thou shalt not ask a class “Do you understand?” Instead, thou shalt determine what each student knows and does not know, and address student problems individually.

Thou shalt identify students in need of extra help and make certain they get it.